Top PDF House of Commons Library: Briefing paper: Number 7222, 4 June 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 4 June 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 4 June 2018: Teacher recruitment and retention in England

A further teacher supply analysis, intended to build on some of the areas covered previously, was published in February 2018. The first two sections of the report looked at post-ITT employment rates and the mobility of NQTs. The analysis found that post-ITT employment rates rose in the six years up to 2014-15, at which point 85% of trainees achieving QTS secured a teaching role within a state-funded school. Employment rates amongst graduates of school-led training routes were typically 5 percentage points higher than those on HEI- based routes. There were also significant variations by secondary subject. Regarding the mobility of NQTs, the analysis found that NQTs do not tend to move far to take up their first post, with around half taking up a post within 25km of their ITT provider.
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House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

classrooms, including whether the money could be more effectively spent in other ways, such as on retention measures.” 45 This call for more evidence on the effectiveness of bursaries was echoed by the Institute for Fiscal Studies in its 2016 report on the costs and benefits of ITT routes. 46 More recently, in its April 2017 report, Whither Teacher Education and Training?, the Higher Education Policy Institute questioned the use of bursaries as an effective way of boosting recruitment and noted a suspicion that some trainees may be attracted by the bursary but do not intend to teach or stay in the profession for more than a couple of years. The report recommended the replacement of bursaries with a system of ‘forgivable fees’. Such a policy would, it said, “reward teaching and retention in the profession, not training” and would mean that teachers could be free of tuition fee debt by the age of 30. 47
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House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

5.1 Social Mobility Commission state of the nation report (November 2017) In its fifth annual state of the nation report, published in November 2017, the Social Mobility Commission noted that schools in deprived areas often struggle to recruit teachers and, where they can, they often lack high-quality applicants. Noting that high teacher turnover can have a negative effect on disadvantaged children’s attainment, the report highlighted that secondary school teachers in the most deprived areas are also more likely to leave. In comparison, there is much more stability in the teacher workforce in more affluent areas. 101 Rural and coastal areas, however, have the opposite problem in that they can attract fewer new teachers and so have little infusion of new blood into the workforce, leading to stagnation, the report argued.
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House of Commons Library: Briefing Paper: Number 7222, 12 February 2019: Teacher recruitment and retention in England

House of Commons Library: Briefing Paper: Number 7222, 12 February 2019: Teacher recruitment and retention in England

The report stated that it could not conclude that arrangements for training new teachers represented value for money until the Department meets its targets and addresses information gaps: The Department has missed its recruitment targets for the last 4 years and there are signs that teacher shortages are growing. By taking a national view of the number of teachers required, the Department risks paying too little attention to clearly meaningful local patterns of supply and demand. The Department does not yet have the information it needs to understand how different routes into teaching impact on schools’ ability to recruit and retain newly qualified teachers, and cannot yet demonstrate how new arrangements are improving the quality of teaching in classrooms.
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House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

There are also a number of specialist competitive scholarships available to recruits in certain shortage subjects. Scholarships are jointly awarded by the Government and professional bodies, and selection is through an additional application and assessment process. Each scholarship also comes with a package of non-financial benefits, such as early career support and membership of the appropriate professional body. 48 A table on the Get Into Teaching Website provides an overview of bursary and scholarship levels for the 2018-19 academic year. The level of bursary ranges from £26,000 for physics trainees with a 2:2 class degree or higher, to £4,000 for history trainees with a 2:1 or Master’s degree. Scholarships of £28,000 are also available in physics, chemistry, languages, computing, and geography. Scholarships of £22,000 are available in maths, in addition to the early career payments. 49
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House of Commons Library: Briefing paper: Number 6836, 8 June 2018: School Sport in England

House of Commons Library: Briefing paper: Number 6836, 8 June 2018: School Sport in England

Single and small academy trusts and sixth form colleges were able to bid for funding through the Condition Improvement Fund, with guidance published by the Education and Skills Funding Agency stating that the HPCF “is intended to improve children’s and young people’s physical and mental health by enhancing access to facilities for physical activity, healthy eating, mental health and wellbeing and medical conditions, such as kitchens, dining facilities, changing rooms, playgrounds and sports facilities.” 33 In March 2018 the Education and Skills Funding Agency published the list of schools who had successfully bid for funding from the Condition Improvement Fund. £38 million will be provided for specific projects supported by the HPCF in 2018-19. 34 Local authorities, large multi-academy trusts and other bodies are not eligible to bid for the Condition Improvement Fund and instead receive School Condition Allocations (SCA). They will receive a direct allocation from the HPCF in addition to their normal SCA for 2018-19. 35 School
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House of Commons Library: Briefing paper: Number 6710, 17 October 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 17 October 2018: Initial teacher training in England

For 2019-20 the bursary scheme will be extended to graduates with 2:2 degrees who train to be religious education, history, design technology and music teachers. 44 There are also a number of specialist competitive scholarships available to recruits in certain shortage subjects. Scholarships are jointly awarded by the Government and professional bodies, and selection is through an additional application and assessment process. Each scholarship also comes with a package of non-financial benefits, such as early career support and membership of the appropriate professional body. 45 A table on the Get Into Teaching Website provides an overview of bursary and scholarship levels for the 2019-20 academic year. The level of bursary ranges from £26,000 to £6,000 depending on the subject.
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House of Commons Library: Briefing paper: Number 6710, 10 January 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 10 January 2018: Initial teacher training in England

launched from September 2018. All ITT courses include time spent teaching in at least two schools and lead to an award of qualified teacher status (QTS). All trainees, regardless of route, are required to meet a number of minimum standards. They must, for example, hold GCSEs in English and Maths (and science for enrolment on primary ITT) at grade C / grade 4 or higher. In addition, since September 2013 trainees have had to sit and pass professional skills tests in literacy and numeracy before beginning their course. Prior to 2013, the passing of the tests was an exit requirement of training.
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House of Commons Library: Briefing paper: Number 06972, 6 June 2018: Faith Schools in England: FAQs

House of Commons Library: Briefing paper: Number 06972, 6 June 2018: Faith Schools in England: FAQs

In a Westminster Hall debate on school transport in June 2015, the Schools Minister Nick Gibb expanded on the Government position: We believe that [local authorities] are best placed to determine how resources should be used in the areas that they serve and to balance the demands of a broad range of discretionary travel against their budget priorities. If we were to remove this discretion from local authorities’ responsibilities, it would hugely increase the number of eligible children at a substantial cost to the taxpayer. Therefore, it is much more practical and helpful to allow local authorities to continue to make these important decisions locally, but they still need to make the right decisions locally. 14
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House of Commons Library: Briefing paper: Number 6710, 13 June 2017: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 13 June 2017: Initial teacher training in England

In its February 2016 report, Training new teachers, the National Audit Office stated that the DfE had evidence of a link between bursaries and the number of ITT applications, but that this did not extend to the impact of bursaries on the number of trainees who go on to qualify and teach. 32 In its subsequent report, the Public Accounts Committee stated that it had not been persuaded that bursaries were delivering value for money and recommended that the Government should “evaluate properly, as a matter of urgency…, whether bursaries…lead to more, better quality teachers in classrooms, including whether the money could be more effectively spent in other ways, such as on retention measures.” 33 As noted in section 2.6 above, this call for more evidence on the effectiveness of bursaries was echoed by the Institute for Fiscal Studies in its 2016 report on the costs and benefits of ITT routes. 34
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House of Commons Library: Briefing paper: Number 5108, 23 May 2018: Home education in England

House of Commons Library: Briefing paper: Number 5108, 23 May 2018: Home education in England

We will carefully consider all responses and then publish the two guidance documents in their final form. 41 Box 4: Integrated Communities Green Paper and Home Education Plans to look at revising the guidance around home education were also outlined in the Government’s Integrated Communities Strategy Green Paper, published in March 2018. The strategy noted the Government’s concerns about cases where home educated children are not receiving a suitable education, and about cases where children are said to be home educated but are in fact attending an unregistered setting. It is essential, the strategy said, that local authorities can identify children who are missing education or are being neglected, but many local authorities currently feel that they lack the necessary powers.
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House of Commons Library: Briefing paper: Number 7905, 25 April 2018: Adult ESOL in England

House of Commons Library: Briefing paper: Number 7905, 25 April 2018: Adult ESOL in England

and stated that it was therefore “no surprise 60 per cent of women of a Pakistani or Bangladeshi heritage are economically inactive.” 29 A Government press release stated that the £20 million would “build on and extend the English language fund, run by the DCLG” and that classes “will take place in homes, schools and community facilities, with travel and childcare costs provided to remove some of the greatest barriers to participation.” The announcement added that that the scheme would be “targeted to specific communities based on Louise Casey’s…review into segregation in England.” 30 A parliamentary question response in February 2016 confirmed that the scheme “will not just be restricted to Muslim women.” 31
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House of Commons Library: Briefing paper: Number 07972, 30 May 2018: Independent schools (England)

House of Commons Library: Briefing paper: Number 07972, 30 May 2018: Independent schools (England)

Disclaimer This information is provided to Members of Parliament in support of their parliamentary duties. It is a general briefing only and should not be relied on as a substitute for specific advice. The House of Commons or the author(s) shall not be liable for any errors or omissions, or for any loss or damage of any kind arising from its use, and may remove, vary or amend any information at any time without prior notice.

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House of Commons Library: Briefing paper: Number 7049, 27 February 2018: Postgraduate loans in England

House of Commons Library: Briefing paper: Number 7049, 27 February 2018: Postgraduate loans in England

1.101 From 2018-19, loans of up to £25,000 will be available to any English student without a Research Council living allowance who can win a place for doctoral study at a UK university. They will be added to any outstanding master’s loan and repaid on the same terms, but with the intention of setting a repayment rate of 9% for doctoral loans and a combined 9% repayment rate if people take out a doctoral and master’s loan. The government will launch a technical consultation on the detail. Those who take out only a master’s loan will still repay at 6%, as announced at Autumn Statement 2015. 40
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House of Commons Library: Briefing paper: Number 07070, 15 May 2018: Grammar schools in England

House of Commons Library: Briefing paper: Number 07070, 15 May 2018: Grammar schools in England

6. This chapter sets out our proposals to increase the number of good school places by lifting the restrictions on selection, but at the same time requiring selective schools to play a greater role in raising standards at other schools. In doing so, we do not propose a re-introduction of the binary or tripartite system of the past or a simple expansion of existing selective institutions. We propose that selective schools should be asked to contribute to non- selective schooling in certain ways, ensuring the expansion of good selective education alongside the creation of new good school places in nonselective schools. We believe that these proposals will make grammar schools engines of academic and social achievement for all pupils, whatever their background, wherever they are from and whatever their ability. 37
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House of Commons Library: Briefing paper: Number 06798, 16 April 2018: The school curriculum in England

House of Commons Library: Briefing paper: Number 06798, 16 April 2018: The school curriculum in England

Again, the proposals proved highly controversial and generated strong feeling among commentators – particularly with respect to the proposed subject content. On 20 March 2013, The Independent published a highly critical letter signed by a large number of academics about the curriculum proposals. 24 The letter’s authors criticised what they saw as the new curriculum’s “endless lists of spellings, facts and rules” and “mountain[s] of data” which would not develop young

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House of Commons Library : briefing paper : number 07972, 28 June 2019 : Independent schools (England)

House of Commons Library : briefing paper : number 07972, 28 June 2019 : Independent schools (England)

Disclaimer This information is provided to Members of Parliament in support of their parliamentary duties. It is a general briefing only and should not be relied on as a substitute for specific advice. The House of Commons or the author(s) shall not be liable for any errors or omissions, or for any loss or damage of any kind arising from its use, and may remove, vary or amend any information at any time without prior notice.

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House of Commons Library: Briefing paper: Number 7070, 21 June 2017: Grammar schools in England

House of Commons Library: Briefing paper: Number 7070, 21 June 2017: Grammar schools in England

6. This chapter sets out our proposals to increase the number of good school places by lifting the restrictions on selection, but at the same time requiring selective schools to play a greater role in raising standards at other schools. In doing so, we do not propose a re-introduction of the binary or tripartite system of the past or a simple expansion of existing selective institutions. We propose that selective schools should be asked to contribute to non- selective schooling in certain ways, ensuring the expansion of good selective education alongside the creation of new good school places in nonselective schools. We believe that these proposals will make grammar schools engines of academic and social achievement for all pupils, whatever their background, wherever they are from and whatever their ability. 37
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House of Commons Library: Briefing paper: Number 1079, 18 June 2018: Student Loan Statistics

House of Commons Library: Briefing paper: Number 1079, 18 June 2018: Student Loan Statistics

£1.9 billion at the end of 1995-96, £3.6 billion at the end of 1998-99 and £8.4 billion at the end of 2001-02. The increase seen in 2017-18 alone was more than £15 billion. The sale of the final tranche of mortgage style loans in November 2013 meant that all publicly owned debt at the end of 2013-14 was in income-contingent loans. These are financial year data so only include part of academic year 2012/13 when new students could take out much larger fee loans. Despite this just over one-third of tuition fee loans made in 2012-13 were to post-2012 students. The Government has projected that the outstanding cash value of publicly owned student debt in England will increase to around £500 billion in the mid-2030s and £1,000 billion (£1 trillion) in the late 2040s. The real (2014-15) value is expected to exceed £100 billion around 2018, £200 billion in the late 2020s and stabilize around £300 billion by the middle of this century. These figures assume that fee increase in line with inflation from 2016 and take no account of loan sell offs. 71 They were made before the announcement to switch maintenance grant to loans.
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House of Commons Library: Briefing paper: Number 8023, 5 June 2018: Safeguarding in English schools

House of Commons Library: Briefing paper: Number 8023, 5 June 2018: Safeguarding in English schools

• More general information on how the TRA regulates teacher misconduct: Teacher misconduct: regulating the teaching profession. It is a legal requirement for employers to make a referral to DBS where they think the individual has engaged in conduct that harmed or is likely to harm a child, or where they think the person otherwise poses a risk to children. DBS will consider whether to bar the person. 62 Schools must also have procedures to make a referral to DBS if a person in regulated activity has been dismissed or removed due to safeguarding concerns or if they would have been had they not resigned. Failure to make a referral to DBS when the criteria is met is a criminal offence. 63 In substantiated cases, the designated officer should also review the circumstances with the case manager to determine if improvements to the school’s procedures could be made in order to prevent a similar event occurring again and to see if any lessons can be learned. 64
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